Beth A. Rogowsky
Impact in
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- Learning Styles and Cognitive Differences
- Innovative Teaching and Learning Methods
- Reading and Literacy Development
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- Creativity in Education and Neuroscience
- Visual and Cognitive Learning Processes
Papers in
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- Reading and Literacy Development 3
- Learning Styles and Cognitive Differences 2
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- Visual and Cognitive Learning Processes 3
- Co-authors
- Paula Tallal (4 shared papers)Barbara M. Calhoun (3 shared papers)Sabine Heim (1 shared paper)
- Journals
- Frontiers in Psychology (2 papers)Journal of Educational Psychology (1 paper)International Journal of Play (1 paper)SAGE Open (1 paper)International Journal of Research in Education and Science (1 paper)
- Partner nations
- United States
In The Last Decade
Beth A. Rogowsky
7 papers receiving 289 citations
Peers
Comparison fields: 5 of 54
- Developmental and Educational Psychology 153
- Experimental and Cognitive Psychology 66
- Education 145
- Computer Science Applications 28
- Cognitive Neuroscience 85
Countries citing papers authored by Beth A. Rogowsky
This map shows the geographic impact of Beth A. Rogowsky's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Beth A. Rogowsky with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Beth A. Rogowsky more than expected).
Fields of papers citing papers by Beth A. Rogowsky
This network shows the impact of papers produced by Beth A. Rogowsky. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Beth A. Rogowsky. The network helps show where Beth A. Rogowsky may publish in the future.
Co-authors
The 3 scholars most cited alongside Beth A. Rogowsky, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | 2014 | 150 | |
| 2 | 2020 | 71 | |
| 3 | 2016 | 36 | |
| 4 | 2017 | 29 | |
| 5 | 2013 | 12 | |
| 6 | 2016 | 8 | |
| 7 | 2015 | 7 |
About Beth A. Rogowsky
Beth A. Rogowsky is a scholar working on Developmental and Educational Psychology, Experimental and Cognitive Psychology, Cognitive Neuroscience, Education and Statistics and Probability, having authored 7 papers that have together received 313 indexed citations. Recurring topics across this work include Reading and Literacy Development (3 papers), Neuroscience, Education and Cognitive Function (3 papers), Visual and Cognitive Learning Processes (3 papers), Early Childhood Education and Development (2 papers), Learning Styles and Cognitive Differences (2 papers), Cognitive and developmental aspects of mathematical skills (1 paper), Innovative Teaching Methods (1 paper) and Child Development and Digital Technology (1 paper). The work is most often cited by research in Developmental and Educational Psychology (153 citations), Experimental and Cognitive Psychology (66 citations), Education (145 citations), Computer Science Applications (28 citations) and Cognitive Neuroscience (85 citations). Beth A. Rogowsky has collaborated with scholars based in United States. Frequent co-authors include Paula Tallal, Barbara M. Calhoun and Sabine Heim. Their work appears in journals such as Frontiers in Psychology, Journal of Educational Psychology, International Journal of Play, SAGE Open and International Journal of Research in Education and Science.
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.